s o r t prefixes re-, un- 47 - prentice hall50 s o r t extend the sort vocabulary w ord of the week:...

47Sort

Words

re- un- Oddball

recopy unkind uncle

recycle unwrap reptile

refinish unselfish rescue

refill unbutton

rewrite unhappy

retrace unpack

retake unfair

return uneven

review unequal

remodel unbeaten

Extend the Sort

Vocabulary Word Of the Week: refinish Help students identify the prefix re- and understand that it means “again.” If students need help understanding finish, provide an example sentence: The finish on the table was dark brown. Make sure students understand that refinish means “to put another finish on something.”

Alternative Sort: Parts of SpeechHave students sort the words according to their parts of speech: verbs, nouns, and adjectives.

ELL English Language LearnersHelp students make generalizations about words with re- and un- prefixes. (Re- usually means “again,” and un- usually means “not” or “the opposite of.”) Make sure students understand that not all words beginning with un- or re- are base words with a prefix (e.g., uncle, reptile, rescue).

Teacher TipSet up a classroom chart that lists this sort’s prefixes and their meanings. Be sure to leave room to include additional prefixes from upcoming sorts and students’ suggestions.

Introduce/Model Small Groups

• Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about each of the words.

• Place a word in each of the re- and un- columns, and then have students assist as you complete the sort.

• Read the sort and discuss the meaning of each word. Point out that the meanings of base words, such as write and fill, are changed by the addition of a prefix such as re-.

• Guide students to arrive at some conclusions about what the prefixes mean. (Re- means “again” and un- means “not” or “the opposite of.”) Discuss why the words in the Oddball category don’t fit into the prefix categories.

Practice the Sort Independent/Partner

• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to their prefixes.

• Have students check and explain their sorts.

Apply Independent/Partner/Small Groups

• Read aloud the directions on Student Book p. 188. Have students write the meanings of the prefixes. Then have them make new words by adding the prefix re- or un- to the base words.

• Game Allow time for students to play Spin and Spell, which is on the CD.

Objectives• To identify the prefixes re- and un- and understand how

they influence the meanings of words

• To sort and spell words beginning with re- and un-

Materials for Syllables and Affixes

Whiteboard Activities DVD-ROM, Sort 47

Teacher Resource CD-ROM, Sort 47 and Spin and Spell Game

Student Book, pages 185–188

Prefixes re-, un-

232 Syllables and Affixes

WTW_SA_TRG_B4.indd 232 7/29/11 1:19 AM

48Sort

Extend the Sort

Vocabulary Word Of the Week: precaution Remind students that the prefix pre- means “before.” Ask them to define the word precaution (“something done beforehand to avoid danger or problems”). Have students write descriptions of precautions they might take in preparing for certain situations, such as traveling to a place they have never been before.

Alternative Sort: Base WordsHave students look at the base word in each of the sort words and consider whether some base words could be used with more than one of the prefixes from the sort (for example, recopy and miscopy).

ELL English Language LearnersEnhance students’ understanding of premature (“something that happens before the proper time”). A premature baby is born before the normal nine months of pregnancy. Provide students with common phrases, such as “a premature decision,” “acting prematurely,” and “a premature arrival.” Have students use these phrases to make their own sentences.

Teacher TipAdd prefixes dis-, mis-, and pre- to the class chart and have students add their definitions.

Words

dis- mis- pre- Oddball

dislike mistreat prefix precious

disable mismatch premature mister

disobey misplace preteen distant

dishonest misbehave preview

disloyal misjudge preheat

disappear miscount pretest

displace mistrust precaution



• Place a word in each of the dis-, mis-, and pre- columns. Have students assist as you complete the sort.

• Read the sort and discuss the meaning of each word. Point out that the meanings of base words, such as like and obey, are changed by the addition of a prefix such as dis-.

• Guide students to arrive at some conclusions about what the prefixes mean. (Dis- means “not,” mis- means “badly,” and pre- means “before.”) Discuss why the words in the Oddball category don’t fit into the prefix categories.





• Read aloud the directions on Student Book p. 192. Have students make new words by adding the prefix dis-, mis-, or pre- to the base words. Then have students choose three derived words and write a definition for each.


Objectives• To identify prefixes dis-, mis-, and pre- and

understand how they influence the meanings of words

• To sort and spell words beginning with dis-, mis-, and pre-





Prefixes dis-, mis-, pre-

Syllables and Affixes 233


49Sort

Extend the Sort

Vocabulary Word Of the Week: foreshadow Define foreshadow as “to indicate beforehand or be a warning of.” Provide this example: The dark clouds in the sky foreshadow a rainstorm. Explain that authors often foreshadow events by including hints about something that will happen later. Discuss ways that events can be foreshadowed (by describing the setting, character relationships, or character dialogue).

Alternative Sort: Do or Describe?Have students sort the words according to whether they are words that tell things people can do or words people can use to describe something.

ELL English Language LearnersPair English language learners with more proficient English speakers as they complete the sort. Encourage the English language learners to say the words after their partners. Then have students say the words together.

Teacher TipExplain to students that all words in this sort have prefixes, but the rest of the word is not always a base word. For example, students will know that exit means “to go out” even though -it does not have a related meaning.



• Place a word in each of the ex-, non-, in-, and fore- columns, and then have students assist as you complete the sort.

• Read the sort and discuss the meaning of each word. Point out that the meanings of base words, such as stop and fiction, are changed by the addition of a prefix such as non-.

• Guide students to arrive at some conclusions about what the prefixes mean. (Ex- means “out”; non- means “not”; in- means “not,” “in,” or “into”; fore- means “before” or “in front of.”)





• Read aloud the directions on Student Book p. 196. Have students write the meanings of the prefixes. Then have students make new words by adding the prefix ex-, non-, in-, or fore- to the base words.

• Game Allow time for students to play Pick a Card, which is on the CD.

Objectives• To identify prefixes ex-, non-, in-, and fore-

and understand how they influence the meanings of words

• To sort and spell words beginning with ex-, non-, in-, and fore-



Teacher Resource CD-ROM, Sort 49 and Pick a Card Game


Words

ex- non- fore-

extend nonfiction forearm

explore nonstop forehead

express nonfat foresee

exclude nonprofit foreshadow

explode nonskid foremost

expand

extra

Prefixes ex-, non-, in-, fore-

in- in- (“not”) (“in” or “into”)

incorrect indoor

indecent insight

inhuman income



50Sort

Extend the Sort

Vocabulary Word Of the Week: unison Explain that when a choir sings in unison, everyone sings together. Break the word unison into uni- and son. Ask students what uni- means (“one”) and explain that son here means “sound.” Help students understand that to do something in unison means “to do the same thing at the same time,” or “to agree.” Have students think of and define three more words with the prefix uni-.

Alternative Sort: Number Prefix SortHave students sort according to whether the prefix means one, two, three, five, or eight.

ELL English Language LearnersAsk students if they know someone who is bilingual (“using or capable of using two languages”), trilingual (“using or capable of using three languages”), or multilingual (“using or capable of using several languages”). Remind students of words they studied earlier, in which gu had the sound of /gw/.

Teacher TipAsk students to think of other words that begin with these and other number prefixes. Add the new prefixes to your classroom prefix chart.

Words

uni- bi- tri- Other

unity biweekly trilogy pentagon

unicorn bisect triangle octagon

unique bilingual triple octopus

union triplet October

unison tripod

uniform trio

universe

Prefixes uni-, bi-, tri-, and Other Numbers

Objectives• To identify prefixes uni-, bi-, and tri-, and other

numbers and understand how they influence the meanings of words

• To sort and spell words beginning with uni-, bi-, and tri-, and other number prefixes







• Place a word in each of the uni-, bi-, tri-, and Other columns, and then have students assist as you complete the sort.

• Read the sort and discuss the meaning of each word. Point out that the meanings of base words, such as weekly, are changed by the addition of a prefix such as bi-.

• Guide students to arrive at some conclusions about what the prefixes mean. (Uni- means “one”; bi- means “two”; tri- means “three”; pent- means “five”; and oct- means “eight.”)





• Read aloud the directions on Student Book p. 200. Have students write the meanings of the prefixes. Then have students make new words by adding the prefix uni-, bi-, tri-, or that of some other number to the base words.




51Sort

Extend the Sort

Vocabulary Word Of the Week: dimly Ask students to predict what dimly might mean. If needed, provide an example sentence, such as The room was so dimly lit that I could barely see anything. Elicit that dimly means “not brightly” in this context. Further explain that dimly can also mean “not clearly,” as in the student who dimly understands a subject.

Alternative Sort: Adjective or Adverb?When students have completed this sort, have them re-sort the words according to parts of speech: adjective or adverb. Remind students that adding the suffix -y to words turns nouns into adjectives and adding the suffix -ly or -ily to words turns adjectives into adverbs.

ELL English Language LearnersHave students pick out words that describe the weather and review these together. Have students draw pictures to illustrate each weather word.


• Use the whiteboard DVD or the CD word cards to introduce the words. Ask students what they notice about each of the words and how the words might be sorted.

• Display the headers (-y, -ly, -ily) and have students assist as you complete the sort. Read the words and guide students to identify the base word in each.

• Discuss that the meanings of base words change by adding -y. Help students conclude that adding -y turns nouns into adjectives that mean “having or like something”; adding -ly and -ily changes adjectives into adverbs that explain how or when something is done.

• Discuss the rules for adding suffixes -y, -ly, and -ily to words (double, e-drop, change -y to i, no change).


• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to suffixes.



• Read aloud the directions on Student Book p. 204. Have students choose a base word and add a suffix to it to complete each sentence.

• Game Allow time for students to play Wildlife Safari, which is on the CD.

Objectives• To identify the suffixes -y, -ly and -ily and understand

how they influence the meanings of words

• To sort and spell words ending with -y, -ly, and -ily



Teacher Resource CD-ROM, Sort 51 and Wildlife Safari Game


Words

-y -ly -ily

rainy clearly easily

foggy quickly angrily

snowy loudly noisily

stormy quietly lazily

misty dimly daily

windy roughly sleepily

cloudy smoothly busily

chilly merrily

breezy

Suffixes -y, -ly, -ily



52Sort

Extend the Sort

Vocabulary Word Of the Week: cooler/coolest Ask partners to write sentences that use the words cool, cooler, and coolest, leaving spaces for the places these words go. Remind them to use both the formal (“more cold than hot”) and the informal (“excellent or wonderful”) meanings of cool. Then have partners exchange sentences, fill in the correct form of cool, and identify which meaning is being used.

Alternative Sort: Adding SuffixesHave students sort according to what was done to the base word when the comparative -er or -est was added: double (hotter), e-drop (closer), change -y to i (easier), nothing (calmer).

ELL English Language LearnersReview the words and have students repeat them. Then arrange the cards face up. Let students take turns finding a pair of words and using each word in a sentence.

Teacher TipReview antonyms by asking students to find opposites among the sort words (cooler/hotter, calmer/crazier). Challenge them to look at the remaining sort words and come up with antonyms for as many as they can. Compile a list.



• Have students assist as you sort according to whether words end in the comparative suffix -er or -est.

• Guide students to arrive at some conclusions about what the comparative suffixes mean. (The suffix -er is used when comparing two things, and -est is used when comparing more than two things.)

• Discuss rules involved in adding the suffixes -er and -est to words (double, e-drop, change -y to i, no change).


• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to their suffixes.



• Read aloud the directions on Student Book p. 208. Have students make new words by adding -er or -est to base words and complete the activity.

• Game Allow time for students to play Park Dash, which is on the CD.

Objectives• To identify the comparative suffixes -er and -est

and understand how they influence the meanings of words

• To sort and spell words ending with -er, -est, -ier, and -iest



Teacher Resource CD-ROM, Sort 52 and Park Dash Game


Words

-er -est -ier -iest

calmer calmest easier easiest

closer closest prettier prettiest

fewer fewest crazier craziest

cooler coolest dirtier dirtiest

hotter hottest funnier funniest

weaker weakest lazier laziest

Comparatives -er, -est



53Sort

Words Combination of -ness -ful -less Suffixes

goodness colorful hopeless thankfulness

weakness faithful worthless helplessness

illness fearful restless thoughtfulness

kindness painful harmless peacefulness

happiness dreadful penniless gratefulness

awareness plentiful fearless truthfulness

Extend the Sort

Vocabulary Word Of the Week: plentiful Help students define plenty as “a supply of all that you need” and have them put this base word together with the suffix to define plentiful as “more than enough of what you need.” Have students share a story in which something is plentiful.

Alternative Sort: Personal ApplicationHave students sort the words into two categories: words they would like to apply to themselves and those they would not.

ELL English Language LearnersReview the cards with students, breaking each word into its base word and suffix(es). Have students repeat the base word and use it in a sentence. Then use the word with its suffix in a sentence to help them better understand how the suffix changes the meaning of the base word.

Monitor Progress Spell Check 7After completing Sort 53, administer Spell Check 7. See pp. 184–185 in this Teacher Resource Guide for instructions.



• Have students assist as you sort according to suffix -ness, -ful, -less, or a combination of suffixes.

• Point out that the meanings of base words are changed by the addition of a suffix. Guide students to determine what the suffixes mean. (-ness means “a state of being”; -ful means “full of” or “having”; -less means “without”; -ness can turn an adjective into a noun; adding -ful and -less can turn a noun into an adjective)

• Lead students to see that for words ending in a consonant or -e, you simply add the endings; for those that end in -y, you must change -y to i.


• Have students use the Student Book or whiteboard DVD to say each word and use the grid to sort the words according to their suffixes.



• Read aloud the directions on Student Book p. 212. Have students write the meanings of the suffixes and make new words by adding -ness, -ful, or -less, or a combination of these suffixes, to the base words.

• Game Allow time for students to play Pick a Card, which is on the CD.

Objectives• To identify the suffixes -ness, -ful, and -less and

understand how they influence the meanings of words

• To sort and spell words ending with -ness, -ful, and -less



Teacher Resource CD-ROM, Sort 53 and Pick a Card Game


Suffixes -ness, -ful, -less



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